Multi-Modal

This Multi-Modal is based on the 2009 NYS third grade mathematical assessment. Through the use of this Multi-Modal students will "foster deeper conceptual meaning" of mathematical terms and skills (Clements, 2002, p. 162, Computers in Early Childhood Mathematics). This Multi-Modal will give students access to numerous resources that provide differentiated instruction, as well as different strategies. Not all students learn in the same way, therefore, students will be able to work at their own pace, and use resources they find most useful to help them complete the assessment. Vocabulary resources are also provided for students. These resources will help students gain a better understanding of words stated in the questions that may be unclear, which in turn will help students choose an answer. The resources that are included in this Multi-Modal also provide immediate feedback for students. Immediate feedback is crucial. When students understand their weaknesses they are able to practice, and eventually master these skills. Although many researchers believe that the use of computers "neglects the actual cognitive needs of children, as well as their emotional, and sensorimotor needs" (Cordes, Miller, 2000, p. 4, Fool's Gold: A critical look at computers in childhood), the use of computers actually "contributes to students' problem solving skills, critical thinking, and decision making skills; creativity, language, research, social abilities, and self esteem" (Freeman, Somerindyke, 2001, p. 204, Social Play at the Computer: Preschoolers scaffold and support peers' computer competence).

Link to my wikipage here.

=Book 1=

1.) What number belongs on the line below to make the number sentence true?

6 x __?__ = 6

A. 0 B. 1 C. 12 D. 36

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.**Strategies**: **Multiples**, **Rectangular Multiplication,Sieve of Eratosthenes | Practice: One,Two Vocabulary: [|Multiplicand]**
 * CCLS: 3.OA.3-**

2.) William spends the coins shown below to buy a cookie.

How much money does William spend?

A. $0.42 B. $0.47 C. $0.52 D. $0.57

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
 * CCLS:2.MD.8-**
 * Strategies**: **Coin Antennas**: Students draw antennas on coin pictures to represent the value. Each antenna is worth 5 cents. This means a dime has two antennas, a nickel has one antenna, a penny has no antennas, etc. This strategy capitalizes on students' strength in counting by fives. They simply point to each antenna as they count by 5s, then count on by ones to include any pennies. This method is also efficient because students do not need to sort and reaarange coins; they simply draw antennas on coins in the order given. This method is especially effective for K-2 regular and special ed. students who will eventually outgrow the need for antennas. NOTE: some teachers call the antennas "hairs" and talk about the penny as "bald" because it has no hair. Whatever works for you and your students is the best strategy.
 * **Practice**: **One, Two, Three**

3.) Dan enters a bike race. The number below is on his shirt.



Which number is **greater** than the number on Dan's shirt?

A. 680 B. 765 C. 697 D. 739

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. --- 4.) Mr. Norton ordered 1,398 new books for his bookstore. When the books arrived, he counted only 1,348 new books. By how much is the number 1,398 greater than 1,348?
 * CCLS:2.NBT.4-**
 * **Strategies: Number Line** | **Practice: One, Two, Three** | **Vocabulary**: **Greater than, Hundreds, tens, ones**

A. 5 ones B. 5 tens C. 5 hundreds D. 5 thousands

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
 * CCLS:3.NBT.2-**
 * **Strategies: Base Blocks,Subtraction using the place value chart:** Students rewrite the number sentence in a place value chart. **Use Place Value Chart** | **Practice: One, Two Vocabulary: Greater than **

5.) Which shape has only three angles?

A. B. C. D.

Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
 * CCLS:2.G.1-**
 * Strategies:** Label the points A, B, C, and so on. Count how many letters were used, this equals the number of angles a shape has. **Lettered Points** | **Practice: One Vocabulary: Angle, Triangle, Triangle 2,Rectangle, Quadrilateral, Hexagon **

6.) On Eric's road trip, he counted 59 sheep and 161 horses. What was the total number of sheep and horses that Eric counted during his road trip?

A. 110 B. 120 C. 210 D. 220

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem
 * CCLS:2.OA.1-**
 * **Strategies: Column Addition Scratch Addition** | **Practice: One, Two, ** | **Vocabulary**: **Sum, Total**

7.) Dana baked the cupcakes shown below.

Which expression can be used to find the total number of cupcakes Dana baked?

A. 3 x 6 B. 6 x 6 C. 3 + 6 D. 6 + 6

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 * CCLS:3.OA.3-**
 * **Strategies: Drawing Arrays Different Ways:** Students draw all the arrays they can for a certain number. | **Practice: One, Two **| **Vocabulary**: **Array, Expression**

8.) Which figure is 1/5 shaded?



Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. --- 9.) Eva wrote the number patter below.
 * CCLS:3.G.2-**
 * **Strategies: Folding Paper:** Students fold a sheet a paper to show an equivalent fraction. | **Practice: One, Two, Three ** | **Vocabulary**: **Fraction, Fraction 2, Fraction 3**

37, 34, 31, __?__, 25

What is the missing number in Eva's number pattern?

A. 26 B. 28 C. 29 D. 30

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 * CCLS:2.OA.1-**
 * **Strategies: Number Line, Skip Counting** | **Practice: One, Two ** |

10.) Tony spends $0.61 for an apple. Which group of coins shows exactly $0.61?

A.

==

B.

C.

D.

Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Using a hundreds or two hundreds chart is a great way for students to connect counting money to place value understanding. Students practice using real or play money and lay out the largest amount first. If the student have two quarters, the first one would be placed on the 25, the second on 50. The student then adds the dimes, the first one on 60, the second one on 70, the third one on 80, from there the student add the nickels, first one on 85, the second one on 90, then moves onto the pennies, one on 91, 92, 93, and 94. Start small and work your way up to larger amounts. Remember, counting money is just like counting anything else. The hundreds chart builds this connection for students.
 * CCLS:2.MD.8-**
 * **Strategies: Use 100's Chart**:
 * Practice: One, Two, Three **

11.) Tara writes the number sentence below.

20 + 15 +30 = 30 + 15 +

What number belongs on the line to make the number sentence true?

A. 20 B. 30 C. 45 D. 60


 * CCLS: ?** | Strategies | Practice |

12.) Reggie built the birdhouses shown below.

What fraction of Reggie's birdhouses are black?

A. 1/2 B. 1/3 C. 1/4 D. 1/5

--- 13.) Jasmine wrote the number sentence below.
 * CCLS: ?** | Strategies: Associative Property of Multiplication | Practice |

_ < 856

Which number belongs on the line to make the number sentence true?

A. 862 B. 914 C. 891 D. 789


 * CCLS: ?** | Strategies | Practice |

14.) Use your ruler to help you solve this problem. How many inches long is the race car shown below? A. 2 1/2 B. 3 C. 3 1/2 D. 4


 * CCLS: ?** | Strategies: | Practice :

15.) Chris has a can of paint like the one shown below. What is the shape of the top of the paint can?

A.

B.

C.

D.


 * CCLS: ?** | Strategies: | Practice |

16.) Mark's school has 18 small windows, 49 medium windows, and 52 large windows. **Estimate** how many windows Mark's school has in all.

A. 100 B. 110 C. 120 D. 130


 * CCLS: ?** | Strategies: | Practice |

17.) Maya gets on a bus at 3:30 p.m. Which clock correctly shows the time Maya gets on the bus?

A.

B.

C.

D.

--- 18.) Which figure shows a line of symmetry?
 * CCLS: ?** | Strategies: | Practice |

A. B.

C.

D.


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

19.) Which unit of measure is **best** to use to measure the length of a crayon?

A. inch B. foot C. yard D. gram


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

20.) The bar graph below shows the number of each type of insect Ashley has in her insect collection.

What is the total number of insects in Ashley's collection?

A. 6 B. 9 C. 15 D. 18


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

21.) Felix wrote the number sentence below.

16 x _ = 0

What number belongs on the line to make the number sentence true?

A. 0 B. 1 C. 4 D. 16


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

22.) Ryan makes the pattern of triangular shapes shown below.

How many triangular shapes should there be in **Row 4** in Ryan's pattern?

A. 9 B. 10 C. 11 D. 12


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

<span style="font-family: Arial,Helvetica,sans-serif;">23.)<span style="font-family: Arial,Helvetica,sans-serif; line-height: 24px;"> Which set of numbers has **only** even numbers?

A. 7, 9, 11, 13 B. 4, 7, 9, 10 C. 8, 9, 10, 11 D. 6, 10, 14, 18


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

24.) Which two number sentences below have the same answer?

2 x 8 = ?

2 x 9 = ?

3 x 7 = ?

4 x 4 = ?

A. 2 x 8 = ? and 4 x 4 = ? B. 2 x 8 = ? and 3 x 7 = ? C. 2 x 9 = ? and 4 x 4 = ? D. 2 x 9 = ? and 3 x 7 = ?


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

25.) Gary is practicing sit-ups. TH bar graph below shows the number of sit-ups he can complete in one minute during a four-week period.

If the pattern continues for one more week, how many sit-ups will Gary be able to complete in one minute in **Week 5**?

A. 20 B. 22 C. 24 D. 26


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

=Book 2=

26.) Justine brings the napkins for a picnic. She brings 3 napkins for each of the 9 people at the picnic. How many napkins does Justine bring to the picnic?

//**Show your work.**//

//**Answer**//_ napkins

--- 27.) Last year a school sold 638 tickets to their school fair. This year, 287 **fewer** tickets were sold than last year. How many tickets to the fair did the school sell this year?
 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

//**Show your work.**//

//**Answer**// tickets


 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |

28.) Anna draws the shapes below.

//**Part A**// Write a large X over the trapezoid.

//**Part B**// One of the shapes Anna draws in a hexagon. On the lines below, write **one** way a hexagon is different from a trapezoid.

--- 29.) At Dalton's school, there is a Lost and Found box. The pictograph below shows the number of hats in the Lost and Found box during three months.
 * CCLS: ?** | Strategies: | <span class="wiki_link_ext">Practice |


 * //Show your work.//**


 * //Answer//**___ hats__

30.) The table below shows the number of minutes Carrie practiced dancing on four different days. If the pattern in the table continues, how many times will Carrie practice dancing on Day 5?


 * //Answer//** _ minutes

On the lines below, explain how you found your answer. If the pattern in the table continues for a few more days, on what day will Carrie practice dancing for 53 minutes? //**Answer**// Day

31.) The table below shows the number of each type of sandwich remaining in the school cafeteria after lunch on Wednesday. On the grid below, complete the bar graph to show the type and number of sandwiches remaining in the cafeteria after lunch on Wednesday.

Be sure to:
 * label the blank axis
 * graph all the data



Book 1 [] Book 2 [] Answer Key []